Grade 2 Lesson Plans: Week 5 (Sept. 17 – Sept. 21, 2012)Kenneth SandersWednesday September 19, 2012
Subject / Objectives / Procedures / Materials / AssessmentMorning Work
8:00 am – 8:25 am / - TSW correctly match Week 5 vocabulary words to their correct meaning.
-RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. / 1) TTW greet students into the classroom and instruct them to sit quietly and to complete the “Week 5 Vocabulary Word Match” worksheetindependently and quietly (15 minutes). When finished TSW place all completed work in the “classwork” bin and read quietly at their desks.
2) TTW will go over classroom rules and expectations, consequences and rewards. TTW have students repeat classroom rules and expectations. / - “Week 5 Vocabulary Word Match” worksheet. / - TSW has completed the “Week 5 Vocabulary Word Match” worksheet.
Reading
8:25 am – 9:20 am / - TSW learn, blend, read, and write the sounds with long vowel sound /o/, /u/, /e/
- Blend and read words with hard and soft /g/
-RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
- RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
- SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. / 1) Phonics Warm Up: TTW instruct students to clap their hands if they hear a word that begins with the /g/ sound and to snap their fingers if they hear the /j/ sound. TTW read the words gel, age, bug, strange, stage, snug, budge. TTW write these words on the board after the snap/clap activity. Do words that have a “g” letter always make the “g” sound? TTW play the “Letter G Club” video.
2) TTW review the word wall words for the week by checking student understanding of each word: by, cheer, could, hello, hundred, mind, play, read, see, today.
3) TTW review the spelling words for the week using“Snap-Clap-Tap” (snap fingers and spell “around, a-r-o-u-n-d, around,” repeat by clapping hands and stamping feet): doze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tune, home, joke, wrote, ice cube
4) Review the vocabulary words for the week: insects, rotten, dangerous, screaming, scare, breeze, sticky, judge
5) TTW refer to Journeys TE p. T326 –T333. / - “Letter G Club” video.
- Journeys TE
T326 – T333.
- Vocabulary in Context Cards
25 - 32
- Journeys Projectable
p. 4.7
- Journeys Practice Book
p. 1.53, 1.54 / -TSW complete Journeys Practice Book p. 1.53, 1.54
Writing
9:20 am – 10:15am / - TSW learn, blend, read, and write the sounds with long vowel sounds /o/, /u/, /e/
- TSW continue drafting a true story
- W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
- L.2.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. / 1) Grammar Warm Up: a spider wocke me up. ishouldnt dose at the partee
2) TTW split the board into 3 columns titled “people”, “places”, and “things”. TTW write the words sister, doctor, teacher, uncle, Jim, lion, cat, turtle, bee, Spot, hill, city, woods, home, Charleston. TTW ask students to sort these words as people, places and things. TTW ask students to identify the proper nouns in each group.
3) TTW explain the difference between proper nous and regular nouns. TTW provide examples then call on students to provide examples. TTW underline the capitol letter in each proper noun.
4) TTW write 4 sentences on the board. TTW call on students to name all of the nouns in the sentence. The subject of the sentence is always a noun. TTW explain that the article before the word (the, a, an) is not part of the noun.
5) TTW refer to Journeys TE p. 324 – 325. / - Journeys TE
p. T324 – T325
- Practice book p. 1.56 / -TSW complete Student Practice Book p. 1.56
Independent Reading
10:15am – 10:40am / - TSW read a book of their choice and correctly answer “who”, “what”, “where”, “why”, and “how” questions about the story.
- RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. / 1) TTW pass out to each student a “Book Report” worksheet.
2) TTW have each student choose 1 book on the bookshelf to take to their desks.
3) TTW instruct students to copy the title, the author, and the illustrator onto the “Book Report” worksheet. After copying, TSW read the book quietly at their desks.
4) When students are finished reading TSW complete the worksheet quietly at their desks.
5) When the student has completed the “Book Report” worksheet they are to place the worksheet in their “Book Log” Folder and re-record the title/author/illustrator information.
6) When students have finished updating their book logs, they may choose another book to read quietly at their desks. / - “Book Report” worksheet / - TSW correctly fill out the “Book Report” worksheet based on the details of the book they have chosen.
10:40 am – 11:05 am / Lunch
Math
11:05 am – 12:00 pm / - TSW identify addition pattern shortcuts.
- TSW solve double number addition facts.
- 2.OA.A.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. / 1) TTW instruct students to the Math Calendar wall of the classroom.
2) TTW ask students to recite the date and the number day of school.
3) TTW ask students to recall the weather and the day’s temperature.
5) TTW instruct students to open their Math Notebooks to a new page and date the top. TTW ask students to solve the place value problem of the day (190 + 20= ___ ).
6) TTW write the Math Message and Mental Math questions on the board. TSW solve these questions in their Math Journals.
7) TTW teach Everyday Math lesson 2-3, refer to Everyday Math Teacher’s Guide p.105 - 110. / - Everyday Math TE p. 105 - 110.
- Student Slates
- Everyday Math Journal p.27, 28, 29, 30
- Everyday Math Master p. 420, 421 / - TSW complete Everyday Math Journal p. 27, 28, 29, 30
12:00 pm – 12:30 pm / Recess
Social Studies
12:30 pm – 1:25 pm / - TSW identify the 50 United States and their Capitols.
- SC Social Studies2-2.1 Locate on a map the places and features of the local community, including the geographicfeatures (e.g., parks, water features) and the urban, suburban, and rural areas. / 1) TTW ask students to recall as many as the 50 United states as they can. TTW play the 50 Nifty United states song.
2) TTW ask students to recall the capitol of the United States. Why is the capitol important? Who is in charge in the capitol of the United States?
3) TTW instruct students to turn to page R8 in their Social Studies textbooks. TTW ask students to identify South Carolina on the map. TTW ask students how they were able to identify South Carolina on the map. TTW ask students what geographical features are by South Carolina? What states surround South Carolina?
4) TTW ask students what is the capitol of South Carolina? What clues on the map tell us what the capitol is? Why is the capitol of the state of South Carolina important? Who is in charge in the capitol of South Carolina?
5) TTW ask students what other states and capitols they can find on the map? How and why do they think these capitols are important? Does every state have a capitol? How many can you name? TTW play the 50 US States and their Capitols song.
6) TTW pass out “Where We Live: States and Capitols worksheet for students to work on quietly and independently. / - “Where We Live: States and Capitols” Worksheet / - TSW complete the “Where We Live: States and Capitols” worksheet.
Science
1:25 pm – 2:20 pm / - TSW sort and order the life cycles of a frog, a deer, and a beetle.
- SC Science2-2.5Illustrate the various life cycles of animals (including birth and the stages ofdevelopment). / 1) TTW ask students do all baby animals begin their lives in the same way? How do baby mammals begin their lives? How do baby birds? Baby amphibians? Baby reptiles, baby insects and baby fish? Do all baby animals look exactly like their adult parents?
2) TTW instruct students to open their Science textbooks to page 36. TTW ask students to identify the animals that they see. Are the smaller animals related to the larger animals? How and why do they know this?
3) TTWask students how do mammals begin their lives? What are the four stages of a mammal’s life cycle? Baby, child, adolescent, adult. TTW do a rough illustration of the 4 steps of a human life cycle and label each.
4) TTW ask students if they can recall the 4 steps of an insects life cycle? What are the 4 stages called? Egg, larva, pupa, adult. TTW do a rough illustration of the 4 steps of an insect life cycle and label each.
5) TTW ask students if they can recall the 4 steps of an amphibian life cycle? What are the 4 stages called? Egg, tadpole, metamorph, adult. TTW do a rough illustration of the 4 steps of an amphibian life cycle and label each.
6) TTWreview these three distinct animal life cycles. TTW ask students how these life cycles are similar and how they are different?
7) TTW pass out “How Animals Grow” worksheet. TSW complete this work quietly and independently. / - “How Animals Grow” worksheet / - TSW complete the “How Animals Grow” worksheet.
Reading and Math Center
2:20 pm – 3:00 pm / -TSW create 10 words using the tiles provide in the “Letter Tiles” center.
-TSW add two random numbers together to form sums in ascending order.
- TSW write 4 causes and 4 effects for the story Fly to the Rescue.
- RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems . / 1) TTW have the students seated quietly at their seats and have them recall the rules for center time, how to clean up and set the game up the game for when groups are switched, and how to put the center materials back when center time is over and where to turn in the worksheets that come with each center at the end of the center.
3) TTW split the class into 3 groups (A - above reading level, B – at reading level, C – below reading level). TTW have groups A and B work independently at the Math Center and Reading Center and set 8 minutes on the timer. TTW observe each group to make sure they are participating appropriately in each center.
4) TTW gather group C at the teacher’s table for their differentiated reading lesson. TTW use Journeys Teacher Edition lesson T369 to teach the reading lesson for below grade level readers.
5) When the bell rings TTW give students 2 minutes to clean up, set the center up for the next group, and to turn in their center worksheets. When centers are cleaned, TTW put 8 minutes on the timer and have groups switch centers. TTW observe each group to make sure they are participating appropriately in each center.
6) TTW rotate to group B at for their differentiated reading lesson. TTW use Journeys Teacher Edition lesson T369 to teach the reading lesson for at grade level readers.
7) When the bell rings TTW give students 2 minutes to clean up, set the center up for the next group, and to turn in their center worksheets. When centers are cleaned, TTW put 8 minutes on the timer and have groups switch centers. TTW observe each group to make sure they are participating appropriately in each center.
8) TTW rotate to group A at for their differentiated reading lesson. TTW use Journeys Teacher Edition lesson T369 to teach the reading lesson for above grade level readers.
9) When the bell rings TTW give students 2 minutes to clean up, set the center up for the next group, and to turn in their center worksheets. When centers are cleaned, TTW put 8 minutes on the timer and have groups switch centers. TTW observe each group to make sure they are participating appropriately in each center. / - Math Top It Playing Cards
- Everyday Math Master p. 449
- “Cause and Effect” worksheet.
- Leveled Reader Fly to the Rescue
- Letter Cards a, a, a, a,b, c, f, i, i, i, x, h, d, p, l, g, w, n, n, t, t / - TSW write 4 causes and 4 effects for the story Fly to the Rescue.
- TSW play the Everyday Math game Top It and record their results on Math Master p. 449
- TSW complete Journeys Projectable 3.1.
3:00 pm – 3:15 pm / Review and Dismissal